Parental School Involvement Research Articles

Relationships between informative school outreach and parental involvement for elementary and middle school children

Parental involvement is essential for children’s education. Several studies have examined relationships between parental involvement and parents’ socioeconomic status. However, less attention has been placed on school influences on parental involvement, even though schools play an important role in children’s education and can affect the parents as well. This study addressed the following question: Is informative outreach associated with parental involvement? What types of informative school outreach are strongly associated with parental involvement in elementary and middle school? The present study examined a nationally representative sample of elementary and middle school children in Japan (3939 fourth grade students from 140 schools and 4132 eighth grade students from 133 schools) from the Trends International Mathematics and Science Study 2011. The findings revealed that different types of informative school outreach have different associations depending on the school level. For the sample of elementary school children, informing parents about school was positively associated with home-based parental involvement. However, for the middle school children, informing parents about their child’s learning progress was positively associated with parental involvement.

Racial identity as a context for African American parents’ school trust and involvement and the impact on student preparation and persistence

Structural equation modeling was employed to test the direct and indirect effects of parent racial identity (i.e., private and public regard) on parents’ school trust, parent home and school involvement, and the academic persistence and preparation of their adolescent child. Participants were 515 African American parents (84% mothers, 42.6 years-old, SD = 7.7) of adolescents (54% girls, 13.7 years-old, SD = 1.4). Parent private regard had a positive direct effect on parent home involvement, yet no other private regard effects were evidenced in our model. Parent public regard was positively related to school trust, and through school trust public regard had a positive effect on parent home and school involvement, adolescent academic preparation and classroom persistence. Findings suggest that parent racial identity serves as a context for the attitudes/beliefs parents hold for mainstream institutions (i.e., schools) and the ways in which these attitudes/beliefs are associated with parent involvement behaviors and subsequently influence adolescent engagement and motivation. Implications and future directions are discussed.

Determinants of parental involvement in primary school: evidence from Chile

ABSTRACTThis article examines the impact of educational expectations, perceived self-efficacy, and the information transmitted by the school on parental involvement at home and at school. A survey was administered to a representative sample of 672 parents and guardians of students attending primary schools located in Santiago, Chile. The analyses conducted, based on OLS regression models with municipality-level fixed effects, reveal that parents’ educational expectations and perceived self-efficacy behave as relevant predictors of their degree of involvement at home and at school respectively, even attenuating the importance of socioeconomic status (SES). However, results stress the importance of the information provided by the school, especially due to its impact on parents’ involvement at home and on their participation in curricular school activities. Last, the article discusses the implications of these findings for initiatives aimed at increasing educational equality.

How far can the apple fall? Differences in teacher perceptions of minority and immigrant parents and their impact on academic outcomes

While a large body of research has focused on increasing parental involvement in schools, less work has considered teacher perceptions of parental involvement. Teacher perceptions of parents are important because they influence teacher practices and relationships with students, with ensuing consequences for student outcomes. Prior research suggests that teacher perceptions of parents vary by children's family background, but empirical work comparing teacher perceptions of parental involvement across groups and the impact of such perceptions on different student outcomes is lacking. Using nationally representative data from the Education Longitudinal Study of 2002, we find that even after taking into account parents' self-reported involvement in their adolescent children's education, teachers are less likely to perceive that minority immigrant parents are as involved as native-born White parents. Patterns also differ for teachers of English and teachers of math in ways that are consistent with racial and ethnic stereotypes about academic ability. Further, teacher perceptions of parental involvement matter for student GPAs and teacher recommendations.

Empowerment for Education of Students with Special Education Needs

Background. Teachers who are in favour of education of students with special needs (SEN) together with their peers (inclusive education) appreciate the role of parents in the education process of students. However, Čiuladienė and Paužienė (2012) indicate that the majority of Lithuanian general education schools are not sufficiently prepared for inclusive education.Methods. The sample consisted of 170 parents of students with SEN in grades 5–10. The scale of Parental Involvement in School was used to establish parental involvement in children’s education process. Results. The parent involvement levels in children’s education process were established using three five-point scales: Parent Involvement with Teacher/School – 1.60 points; Teacher Involvement with Parent – 2.22 points; Parent Involvement with Child’s Schoolwork – 3.03 points.More educated parents compared to parents with lower education indicated that communicating with teachers they really felt equal partners (χ 2 = 20.37, p < .001).Parents admit that better collaboration between parents and teachers can more encourage open and honest communication between them (63.5%). A little less than three-quarters of parents often or very often received information from teachers about their children’s learning and behaviour. Parents who claimed to have sufficient knowledge of educating their children sometimes indicated that they needed teachers and other professionals to help them with their children’s development problems (χ 2 = 14.11, p < .001).Conclusions. Most parents were involved in the education of pupils with SEN at home but they were little involved in their children’s educational process at school and other school activities.Keywords: student, special education needs, parent, teacher.

Bringing parents together: an innovative approach for parental involvement in an immersion school in the Basque Autonomous Community

ABSTRACTIn this article, I analyse the programme and pedagogy of Karmelo Ikastola, a Basque immersion school that promotes parental involvement and language use within the family. The Karmelo case is noteworthy due to its success at effectively promoting the use of Basque among students inside and outside the school along with its promotion of curricular separation between L1 native speakers and L2 learners of Basque. With support from the EBETE language cooperative, Karmelo launched an innovative approach to increase parental involvement in 2008. The school considers distinct pedagogical frameworks for different profiles of parents: Basque-speaking parents, mixed families (in which only one of the parents speaks Basque), and Spanish-speaking parents. The Karmelo programme also fosters parental participation and engagement via curricular adaptations that differentiate the needs of L1 and L2 speakers. The focus group data offer insights into the programme’s approach to language instruction and acquisition, highlighting the role that linguistic attitudes and socialisation play during the various stages of L2 acquisition.

The Immigrant Parent Disadvantage: Parent Linguistic Capital and Student School Performance

Researchers, teachers and policy makers continue to wrestle with understanding why children of immigrants perform more poorly in school than their counterparts with native born parents. While parental involvement through checking of homework and participation in school events have been identified as relevant factors, the findings of research are not conclusive. This study re-examines the relationships of these two factors with school performance among the children of Spanish-speaking immigrants by introducing a third variable: parental English proficiency. The results reveal that after controlling for parental English proficiency, homework checking no longer has a significant impact and the effect of parental school involvement is reduced; English language abilities of parents, on the other hand, have a significant effect on student performance. This finding suggests that improving parental English proficiency and cultural awareness can produce a positive impact on the school performance of the children of non-native English speaking parents.

There are three of us: parents’ experiences of the importance of teacher-student relationships and parental involvement in upper secondary school

The aim of this study was to obtain parents’ perspectives on the development and importance of teacher-student relationships (TSR) and parental involvement in upper secondary school. The study had a qualitative approach where 14 parents of upper secondary school students were interviewed. The data were analysed via a thematic analysis and organized into three main themes: (1) ‘The multitalented teacher’: mastering school subjects and personal relationships. (2) ‘Parents are responsible’: to support and guide students in teacher-student relationships. (3) ‘Between childhood and adulthood’: students must gradually take on more responsibility. The findings demonstrate that home and school are pivotal contexts in the lives of upper secondary students, and contribute to the development of a tripartite relationship between teacher, student, and parent (TSPR). Parental involvement is described as crucial, especially for students at risk. The study calls for awareness of how positive TSPR in upper secondary school can be developed.

The duration effect of head start enrolment on parents

Summary In light of Head Start’s recent move toward longer program implementations, the current study examined whether the duration of Head Start enrollment impacts outcomes for parents: parental involvement in school, perceived helpfulness of social support, and use of formal social services. Findings Linear mixed model analyses examined whether parental outcomes differed depending on the number of years enrolled in Head Start. Parents whose child enrolled more years in Head Start were more likely to participate in their children’s schools and received more helpful social support than those whose child enrolled in fewer years of Head Start. No difference was found for formal social service use depending on longer duration of Head Start enrollment. Minority status, household risk factors, and non-English speaking were negatively associated with parental outcomes. Applications Early intervention programs, such as Head Start, should recruit eligible low-income families earlier for longer participation on family-focused programs.

The Link Between Parental Engagement and Attitudes Towards Change among School Principals in South East Europe

The attitude that school principals have towards change is crucial for the improvement of education. The success of schools in achieving educational goals is related to the role of principals. This paper aims to rediscover the role of school principals by looking at the link between the attitude towards change and parental engagement. The objective of the study is to discover if there is a positive relationship between the organization of different activities for parental involvement in schools, and attitudes towards change among school principals. A model for improvement is proposed for the school principals in South East European countries. Based on the results, countries are divided into two groups, according to the confirmation of expectations. Albania, Montenegro and Serbia are part of the group where most of the expectations have been confirmed. The second group consists of countries in which expectations have not been confirmed: Kosovo, Bosnia-Herzegovina, Macedonia and Moldova. The recommendations for improving are in the direction of changing the attitudes of school principals. This aim should be achieved through workshops with principals. The main topics of workshops should be parental engagement and change management. The expected results of workshops are higher awareness for parental engagement and a positive attitude towards change.

The Management of Parental Involvement in Multicultural Schools in South Africa: A Case Study

The aim of this study was to investigate the management of parental involvement in three multicultural schools in the Umlazi District in Durban, South Africa. A literature survey resulting in a theoretical framework on parental involvement in schools, multicultural schools, and themanaging of parental involvement in schools has been done. The contextual background of schools in contemporary South Africa is depicted. A qualitative research design has been used. Focus group discussions have been conducted, with a total of thirty-three principals, teachersand parents. It has found that there is a low level of meaningful contact between school and parents. Apathy exists on the side of parents, low expectations on the side of principals and teachers, and an organisational structure facilitating parent-school interaction is lacking. In managing parental involvement in multicultural schools, school managers displaya lack of intercultural sensitivity.

Family-School Communication: The Key Features at the Current Stage

A number of foreign studies in family-school relationships have shown that effective parent-school interaction is a crucial factor of parental school involvement, which, in its turn, has a positive impact on the whole schooling process. In Russia, there is little empirical data on the communication between parents and schools. The article describes the findings of an exploratory research that involved school administrators and parents of students at different levels of school education ( elementary, middle and high school) in a megalopolis of the Central Federal District. Interviews with parents and school representatives as well as parent questionnaire results are used to describe the most popular ways in which parents interact with schools, the main problems they encounter in such interaction, and the degree of parental involvement in school life. Direct contact with teachers is found to be the most efficient channel of parent–school communication. Parents see the main communication problems in disagreement about instruction and education issues and in the disengagement of schools or individual teachers. These problems become more acute in middle and high school. On the whole, the existing level of parental involvement in school is measured as low in this study.

Third‐Grade Parent’s Involvement in Schools

The significance of the problem of parental involvement in children’s education has to do with the proven positive effects of parental involvement in school on children’s wellbeing. However, no universal comprehensive idea of family involvement types and strategies has been developed so far, and the jury is still out on the efficiency of various family-school interactions in use today. This study is designed to shed light on the forms of parental involvement, which may differ depending on family, student and school characteristics. The study seeks to operationalize the concept of parental involvement, describe parental involvement based on the findings of a large-scale survey, evaluate the dependence of parental involvement on family, student and school characteristics, suggest models to predict the level of parental involvement half way through elementary school, and develop recommendations for schools. Parents of 1,447 students from Krasnoyarsk and Kazan middle schools involved in the iPIPS project were surveyed twice using the same questionnaire, first as their children became first-graders and then at the beginning of the third grade. The survey contained questions on family demographic characteristics, parents’ at-home and at-school involvement, and parental satisfaction with school communication. It was established that parental perception of school communication climate is a much more important predictor of third-grade parent involvement in school than family sociodemographic characteristics or the level of child development assessed at baseline. On the whole, the results obtained do not confirm the benefit of using universal strategies to encourage parental involvement.

Parenting in a New Land

Abstract. Immigrant parents face a double challenge in rearing their children in a foreign country. In addition to the tasks that all parents face, they must also try to find a balance between the norms and expectations of their heritage culture and those of the culture they live in. How do immigrant parents support their children and contribute to their positive adaptation? The goal of this review is to highlight selected aspects of parenting and family relationships that are strongly linked to children’s development and resilience. With regards to family processes, we underscore the contribution of fathers, the role of a potential acculturation gap between parents, and the benefit of speaking the heritage language in the family. For the connection to the world outside of the family, we highlight the advantage of having proficiency in the majority language and of parental involvement in schools. Finally, we outline the specific challenges and stressors as well as the importance of family relationships for families with refugee status. We conclude by making the case that immigrant parents should be encouraged and supported in rearing their children in a way that fosters family cohesion and reflects their heritage culture as well as the culture of the host country. This requires support and intervention programs that are not only culturally sensitive but are also two-generational and focus on mothers, fathers, and children.

Enhancing the quality of early childhood education and care: ECEC tutors’ perspectives of family engagement in Spain

ABSTRACTAccess to high-quality early childhood education and care (ECEC) is important for developmental outcomes and school success. The first years of life are a critical period for learning and the quality of early experiences can have a significant impact later in life. Parenting is one of the primary influences on children’s development and family engagement is crucial in children’s educational success. This study presents a descriptive analysis of ECEC tutors’ perspectives (N = 120) about family engagement across schools in Spain. Data were obtained from the Spanish National Education Council (the Consejo Escolar del Estado) to assess parental school involvement in a total of 63 ECEC centres. Findings suggest that early childhood tutors have a positive perspective of parental involvement and play a key role in supporting active school involvement of parents that enhance the quality of ECEC programmes.

Assessing Spanish-speaking immigrant parents’ perceptions of climate at a New Language Immersion School: A critical analysis using “Thinking with Theory”

Parent involvement in schools is often developed through one-way, deficit-oriented relationships, where information flows from schools to families and parents are perceived to lack some capacity or knowledge. However, little is known about the conditions facing Spanish-speaking families at Spanish language immersion schools, which presumably might employ fewer deficit perspectives due to the language and culture focus of their educational model. In turn, this study asked: How does school climate discourse shape Spanish-speaking parents’ abilities to engage at a Spanish immersion elementary school (SIES)? Do parents enact relational power at SIES, and if so, how? Data analysis centered on school climate surveys completed by 19 Spanish-speaking mothers. Framed by Ecologies of Parental Engagement (EPE) and Foucault’s concepts of power, the study ultimately examined not only parent perceptions, but also the research project and its own deficit-driven norms. Findings include: While parents reported trusting the school and teachers, many felt discouraged in SIES’s climate. Some blamed their level of involvement on their own (lack of) language or ability. Analyses also explore how the language immersion school and design of the research project—despite good intentions—were not bridging the gap between hegemonic English-speaking society and Spanish-speaking families. The discussion then considers the implications for school climate, parent engagement policies, and research at diverse multilingual schools.

Understanding Individual and Organizational Level Representation: The Case of Parental Involvement in Schools

Understanding Individual and Organizational Level Representation: The Case of Parental Involvement in Schools

African-American Males in Chicago: Pathways From Early Childhood Intervention to Reduced Violence

PurposeExtreme youth violence is a salient public health crisis in Chicago, particularly among African-American males. This article examines mechanisms through which a preschool intervention program, the Child-Parent Center program, in inner-city Chicago may divert high-risk males from pathways leading to violent criminal behavior. MethodsWe conducted a path analysis from early environmental factors to socioemotional competencies through parent involvement and achievement to violent arrest in emerging adulthood. African-American male participants (N = 677) were followed from age 3 to age 27. ResultsChild-Parent Center program attendance initiates a pathway to increased third grade academic achievement and parent involvement, which positively impacts socioemotional competencies and acting out behaviors in adolescence. High parent involvement and low acting out behaviors had direct effects on violent crime in emerging adulthood. ConclusionsHigh parent involvement in school, fostered by early childhood intervention, promotes adaptive behaviors in adolescence and reduces arrest for violent crime in emerging adulthood.

Barriers preventing parental involvement in mainstream education of children with specific learning disabilities: parent perspectives

This study aims to investigate the barriers to parental involvement in Jordanian mainstream schools from the parents’ perspective. A 36-item questionnaire that addressed five domains was designed specifically for this study and distributed to 206 parents of children with specific learning disabilities. The results reveal that the main barrier to parental involvement relates to parents’ beliefs, followed by barriers related to mainstream schools’ teachers and team work, while ‘available facilities’ was viewed as the least significant barrier. The results indicate that there were statistically significant differences regarding parental income level for each of the five domains and the overall scale, but there were no differences attributable to parents’ educational levels and gender. Based on these findings, a number of suggestions and recommendations are made.

Effective parental involvement in education: experiences and perceptions of Turkish teachers from private schools

Parental involvement has been associated with numerous student benefits. However, related literature reveals that neither parents nor teachers are content with the scope and depth of parental involvement in schools. This may be partly due to differential understandings that both sides have on the concept of parental involvement. In this study, teachers’ experiences and perceptions of effective parental involvement in the private middle school context of Turkey were examined. Participants are 38 teachers, from five different schools, who were selected by the maximum variation sampling technique. This study provides an insight into how teachers make sense of the educational involvement of the middle to high socio economic status (SES) parents with whom they theoretically share similar cultural capital. The findings of this collective case study demonstrate there are important misunderstandings and related tensions among parents and teachers over the roles of each party. Teachers believe that parents’ educational roles are mostly performed at home. On the contrary, parents are shown as having a higher desire to participate in educational decisions. This divergence between parents and teachers seems to decrease productive partnerships between the two parties. Future studies are needed in order to search for collaboration mechanisms that would work for all actors involved.